English Language Learners' Perceptions of Autonomy Support in a Literacy Classroom

Autor/inn/en	Taboada, A.; Kidd, J. K.; Tonks, S. M.
Titel	English Language Learners' Perceptions of Autonomy Support in a Literacy Classroom
Quelle	In: Research in the Schools, 17 (2010) 2, S.39-53 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Professional Autonomy; Reading Difficulties; Literacy Education; Reading Failure; Second Language Learning; Reading Motivation; Grade 3; Grade 4; English (Second Language); Student Attitudes; Science Instruction; Student Motivation; At Risk Students; Content Area Reading; Teaching Methods + Suchen Sie Ihr Suchwort? Berufsfreiheit; Reading difficulty; Leseschwierigkeit; Reading disability; Reading weakness; Leseschwäche; Zweitsprachenerwerb; Lesemotivation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Sinnerfassendes Lesen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this study, we explored 3 Grade 4 English Language Learners' (ELLs) perceptions of teacher autonomy-supporting practices in literacy instruction in science. The support of autonomy in literacy classes is central to students' internal motivation for reading. Given that many ELLs are at risk for reading failure, understanding autonomous learning in content-area literacy is fundamental to examining reading motivation in these readers. We used a case study approach to explore perceptions of 3 teacher autonomy-supportive practices (i.e., non-intrusive behaviors, provision of choices, and fostering relevance) in 3 ELLs with differing reading profiles. Findings revealed that students could articulate their perceptions of choice and the importance of extended time for reading, but had difficulty conveying their perceptions of teacher supports for relevance. (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10